The conceptions of chemistry teachers about teaching and learning in the context of a curriculum innovation

Abstract

In this paper, we report on a study of the beliefs of chemistry teachers about the teaching and learning of chemistry in upper secondary education in The Netherlands. This study was conducted in the context of the planning of a national revision of the chemistry curriculum towards a context‐based approach. Chemistry teachers’ beliefs were investigated using a questionnaire that focused on both content‐related ideas about the chemistry curriculum and general educational beliefs. The questionnaire was administered to a sample of Dutch chemistry teachers (n = 966), with a response of 348 (36%). On the basis of factor analysis, two distinct and independent belief structures were found: (1) a belief that combines the curriculum emphasis Fundamental Chemistry with a subject‐matter‐oriented educational belief, and (2) a belief that combines the curriculum emphasis Chemistry, Technology and Society with a learner‐centred educational belief. In a cluster analysis, it was found that most teachers (about three‐quarters of the respondents) combined elements of the two belief structures. However, two relatively small subgroups were identified whose beliefs could be described in terms of one of these two belief structures. Implications for the innovation of the chemistry curriculum are discussed.

Acknowledgment

The authors wish to thank Ben Smit of ICLON Graduate School of Education, Leiden University, for his assistance in designing the instruments and analysing the data.